Findings from a study to examine the relationship between school climate factors and student achievement in the Austin Independent School District are presented in this executive summary. Factor and regression analyses were used to analyze data from a survey of all public school professionals in the district. Findings suggested that differences in students' average achievement gains were related to their schools' learning and working conditions and that conditions related to student learning more strongly impacted achievement than did treatment of teachers as professionals or school discipline and management practices. The best predictor of student achievement was the percentage of school faculty willing to express displeasure with their school climate. Most faculty reported positive attitudes toward their schools' climates. Two tables are included. The appendix contains a list of survey items arranged by factor. (LMI)